Teacher Perspectives of Leadership Influence on the Implementation of an Early Childhood Education Assessment

• In Event: Division D Graduate Student in Progress Research Gala

Abstract

The purpose of this study is to gain an understanding of how kindergarten teachers perceive leadership at the school, district, or state levels to impact implementation of a formative, school readiness assessment. To this date, 54 kindergarten teachers from public elementary schools across North Carolina have been contacted to participate in interviews. Findings from two participants indicate school leaders are influential in types of data used to guide instruction and make decisions about student learning trajectories. These teachers’ responses demonstrate leadership shapes teachers’ perceptions of the value of this assessment.

Author

• Timothy Scott Holcomb, University of North Carolina - Charlotte